Recent Tutoring Session Reviews
"This evening the student and I worked examples from a homework assignment on scatter plot, correlation, and line of best fit. Progress was made. I was able to help him make some connections on formulating equations for the line of best fit. This definitely is a problem area, and we will continue discussing it next time."
"We continued working on number lines but with more complex inequalities. He was struggling with dividing and multiplying negative numbers and also working with negative numbers in general. He was excited to learn. I told him to write down the tips and tricks in his notebook and look them over before a test. I left him with his homework and told him to redo all the problems and compare the answers between the two attempts. No scores and no concerns."
"We covered a budgeting case study for the student's class that is due next week. Her instructor provided a spreadsheet template and an assignment guide that we used to create a one-year operating budget for a fictional subsidized employee training program. She was motivated to understand the material but is new to accounting. She was hesitant to attempt parts of the assignment. We will continue to work on the assignment and other statistics homeworks in future sessions. No concerns to note."
"We continue to work on the student's speed on math facts. We also previewed area of a parallelogram which is the next topic he is covering in his math class. He is very detailed in his explanation of his understanding of math concepts. He also shared with me about the Poetry Slam and science experiments he has been doing."
"We went over the homework I left her with last week and then began the homework her teacher had assigned her that day. The homework mostly covered multiplication and division. The student needs to spend some more time practicing her multiplication tables until she has them memorized. We made a table that night that we filled in as we went along. This helped her. Also, we used triangles to help show the relationship between division and multiplication. The homework I left her was to finish the multiplication table we had started and to make triangles out of seven numbers on the table to show the relationship between multiplication and division."
"I gave the student a Math placement test and we worked through all areas that she struggled with. We then took a look at her homework and worked through that. I gave her multiplication riddles to help her with her basic facts."
"Helped the student review her quiz on percentage, basic formula, and graphs. I showed her how to plot a graph given a formula as well as how to derive an equation using a graph. We discussed the concept of slope and interception with the x or y axis."
"This evening, the student and I worked on a couple of word problems he procured from his classwork. It was a slow go in the beginning, as we took some time to figure out the best methods to answer each problem visually. He seemed a bit rushed and hasty in the beginning of the session. But once we tackled those problems and moved onto his homework, I noticed a pattern. He seemed to be getting tripped up on dealing with fractions. Namely, converting numerators after identifying the lowest common denominator. But with some practice exercises I wrote up for him and introducing a few drills to convert mixed numbers, he seemed to really take on an understanding of the processes. It was nice to see. He's a quick study, once he opens up about what his weaknesses are."
"The student and I reviewed the revolution of solids about a given axis. This includes determining the radius according to the axis of revolution, determining the limits of the interval and the appropriate formula to evaluate. She did not seem to have any confusion about this subject. She had a good understanding of that we discussed. I did not leave any extra practice. I was able to provide some written notes for her. I will also send written notes to detail the topics that we discussed today."
"We started a new unit on exponents today. I was impressed that he picked up the new material quickly and even had time to take the mastery test, where he scored 8/10. We had time to work on the next section even and he was understanding it right away."
"After brief introductions, we went over the student's goals for his calculus course this year (ending the semester with a B average). We discussed what he has found the most helpful in tutoring sessions in the past. He also told me about his teacher's grading policy, homework policy, and the format of the quizzes and tests. We reviewed calculating volume using integration with washers and discs. We also covered how to calculate volume using integration for 3-D figures without circular cross-sections. After a review of the material, he worked through some homework problems. He was very focused on mastering the material, and I feel very confident that he will successfully achieve a B average or better this semester!"
"I wrote several multiplication problems down and asked the student to arrange the answers from lowest to highest. I also rolled different kinds of dice in pairs and asked him to multiply the values that came up. I showed him how to break down slightly larger problems (ex: 3*16) into simpler ones he already knew (ex: (3*10) + (3*6) ). I suggested more practice on the multiples of 6 through 9."